This study identified perceived structural and instructional critical attributes of interdisciplinary teaming at the middle school. Through interviews with principals and teachers, data was collected on critical attributes of interdisciplinary teaming in areas such as the formation of teams and the implementation of interdisciplinary teaming as a process with specific functions, both structural and instructional in nature. The critical attributes identified in this study were associated with the results from two earlier studies on interdisciplinary teaming conducted by Hackmann et al. (2002) and Valentine et al. (1993). Additionally, this study gathered data from participants on the perceived benefits and challenges of interdisciplinary teaming. Using purposeful sampling, principals and teacher participants were selected from a school district located in a metropolitan city in Texas. There were a total of 13 middle schools in the school district and five schools were selected for participation in the study. From the five middle schools, ten participants were surveyed and interviewed for this study; five principals and five teachers. The researcher conducted interviews over the telephone with each of the participants. Data collected from the interviews were analyzed using descriptive statistics. Findings indicated that critical attributes of interdisciplinary teaming, identified earlier by Hackmann et al. (2002) and Valentine et al. (1993), were generally associated with results from the current research. The critical attributes were developed from the following categories: Team characteristics, team membership, team planning time, and curriculum design practices. The second part of the study described perceived benefits and challenges of interdisciplinary teaming. In general, participants identified more benefits than challenges. Specifically, participants found interdisciplinary teaming to be beneficial in the areas of relationships, instruction, and parent communication. Challenges in the implementation of interdisciplinary teaming were described by both groups of participants. Implications for school officials who are trying to maintain interdisciplinary teaming in the face of budgetary constraints will necessitate a balanced look at effectiveness and efficiency. Further inquiry into an important relationship between interdisciplinary teaming and student achievement is also necessary. This study identified perceived structural and instructional critical attributes of interdisciplinary teaming at the middle school. Through interviews with principals and teachers, data was collected on critical attributes of interdisciplinary teaming in areas such as the formation of teams and the implementation of interdisciplinary teaming as a process with specific functions, both structural and instructional in nature. The critical attributes identified in this study were associated with the results from two earlier studies on interdisciplinary teaming conducted by Hackmann et al. (2002) and Valentine et al. (1993). Additionally, this study gathered data from participants on the perceived benefits and challenges of interdisciplinary teaming. Using purposeful sampling, principals and teacher participants were selected from a school district located in a metropolitan city in Texas. There were a total of 13 middle schools in the school district and five schools were selected for participation in the study. From the five middle schools, ten participants were surveyed and interviewed for this study; five principals and five teachers. The researcher conducted interviews over the telephone with each of the participants. Data collected from the interviews were analyzed using descriptive statistics. Findings indicated that critical attributes of interdisciplinary teaming, identified earlier by Hackmann et al. (2002) and Valentine et al. (1993), were generally associated with results from the current research. The critical attributes were developed from the following categories: Team characteristics, team membership, team planning time, and curriculum design practices. The second part of the study described perceived benefits and challenges of interdisciplinary teaming. In general, participants identified more benefits than challenges. Specifically, participants found interdisciplinary teaming to be beneficial in the areas of relationships, instruction, and parent communication. Challenges in the implementation of interdisciplinary teaming were described by both groups of participants. Implications for school officials who are trying to maintain interdisciplinary teaming in the face of budgetary constraints will necessitate a balanced look at effectiveness and efficiency. Further inquiry into an important relationship between interdisciplinary teaming and student achievement is also necessary.